Diálogos sociológicos: uma prática de (e para a) juventude à luz da pedagogia histórico-crítica
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Data
2023-03-30
Autores
Essi, Maiara Coroquer
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A pesquisa intitulada “Diálogos sociológicos” foi realizada com o objetivo de aliar o conhecimento sociológico às demandas dos estudantes, por meio da elaboração de aulas de Sociologia a partir de sugestões de temas dos próprios alunos. Executado desde 2016 enquanto um projeto escolar, apresentava bons resultados. Porém, havia, em alguns momentos, falta de objetividade nas discussões. Com o objetivo de suprir a ausência de ordem metodológica constatada, a partir de uma reflexão sobre os pressupostos epistemológicos que orientam a prática docente, construiu-se a pesquisa sob a perspectiva da Pedagogia Histórico-crítica, por meio da proposição de sequências didáticas derivadas de temáticas sugeridas pelos estudantes, a duas turmas da Primeira Série do Ensino Médio da Escola Estadual José Inocêncio da Costa, em Matão/SP – escola que aderiu ao PEI (Programa de Ensino Integral) híbrido no ano de 2022, gerando alguns elementos de análise para além do projeto. A pesquisa se ancorou em reflexões acerca do lugar da Sociologia, da docência e da juventude num contexto de retrocessos educacionais fomentado pela conjuntura de Reforma do Ensino Médio. Em contraposição, ressalta-se a defesa de práticas pedagógicas contra-hegemônicas, com destaque para os elementos teóricos e didáticos da Pedagogia Histórico-crítica (SAVIANI, 2021a). A metodologia materializou-se por meio da pesquisa-ação, onde foi possível articular as esferas de professora-pesquisadora, bem como fazer adequações durante o processo de aplicação das sequências didáticas visando superar as limitações em curso. As produções dos estudantes foram analisadas buscando encontrar elementos de superação do senso comum e, consequentemente, de apropriação do conhecimento sociológico como meio para a compreensão da realidade. Os resultados apresentados demonstraram-se qualitativamente novos acerca da totalidade social, superando o sincretismo inicial e, portanto, comprovando a possibilidade de uma nova prática social ao ensino de Sociologia nos moldes da Pedagogia Histórico-crítica.
The research entitled “Sociological Dialogues” was carried out with the aim of combining sociological knowledge with the demands of students, through the elaboration of classes based on suggestions of themes from the students themselves. Executed since 2016 as a school project, it presented good results. However, there was, at times, a lack of objectivity in the discussions. With the aim of making up for the lack of methodological order found, based on a reflection on the epistemological assumptions that guide teaching practice, the research project was built from the perspective of Historical-Critical Pedagogy, from the proposition of didactic sequences derived from themes suggested by the students, to two classes of the First Grade of Secondary Education at the José Inocêncio da Costa State School, in Matão/SP – a school that joined the hybrid PEI (Integral Teaching Program) in the year 2022, generating some elements of analysis beyond the project. The research was anchored in reflections about the place of Sociology, teaching and youth in a context of educational setbacks fostered by the conjuncture of High School Reform. In contrast, the defense of counter-hegemonic pedagogical practices is highlighted, with emphasis on the theoretical and didactic elements of Historical-Critical Pedagogy (SAVIANI, 2021a). The methodology materialized through action-research, where it was possible to articulate the teacher-researcher spheres, as well as to make adjustments during the process of applying the didactic sequences in order to overcome the ongoing limitations. The students' productions were analyzed seeking to find elements to overcome common sense and, consequently, the appropriation of sociological knowledge as a means for understanding reality. The results proved to be qualitatively new regarding the social totality, overcoming the initial syncretism and, therefore, proving the possibility of a new social practice for teaching Sociology along the lines of Historical-Critical Pedagogy.
The research entitled “Sociological Dialogues” was carried out with the aim of combining sociological knowledge with the demands of students, through the elaboration of classes based on suggestions of themes from the students themselves. Executed since 2016 as a school project, it presented good results. However, there was, at times, a lack of objectivity in the discussions. With the aim of making up for the lack of methodological order found, based on a reflection on the epistemological assumptions that guide teaching practice, the research project was built from the perspective of Historical-Critical Pedagogy, from the proposition of didactic sequences derived from themes suggested by the students, to two classes of the First Grade of Secondary Education at the José Inocêncio da Costa State School, in Matão/SP – a school that joined the hybrid PEI (Integral Teaching Program) in the year 2022, generating some elements of analysis beyond the project. The research was anchored in reflections about the place of Sociology, teaching and youth in a context of educational setbacks fostered by the conjuncture of High School Reform. In contrast, the defense of counter-hegemonic pedagogical practices is highlighted, with emphasis on the theoretical and didactic elements of Historical-Critical Pedagogy (SAVIANI, 2021a). The methodology materialized through action-research, where it was possible to articulate the teacher-researcher spheres, as well as to make adjustments during the process of applying the didactic sequences in order to overcome the ongoing limitations. The students' productions were analyzed seeking to find elements to overcome common sense and, consequently, the appropriation of sociological knowledge as a means for understanding reality. The results proved to be qualitatively new regarding the social totality, overcoming the initial syncretism and, therefore, proving the possibility of a new social practice for teaching Sociology along the lines of Historical-Critical Pedagogy.
Descrição
Palavras-chave
Diálogos sociológicos, Ensino de sociologia, Pedagogia histórico-crítica, Sociologia pública, Sociological dialogues, Teaching sociology, Historical-critical pedagogy
Como citar
ESSI, Maiara Coroquer. Diálogos sociológicos: uma prática de (e para a) juventude à luz da pedagogia histórico-crítica. Universidade Estadual Paulista (Unesp), 2023.